向护理专业学生教授生物科学——什么方法有效？
Teaching bioscience to nursing students-What works?
机构信息
Oslo Metropolitan University, Oslo, Norway.
出版信息
Nurs Open. 2021 Mar;8(2):990-996. doi: 10.1002/nop2.709. Epub 2020 Nov 25.
Abstract
AIM
To compare the effects of flipped classroom and traditional auditorium lectures, on nursing students' examination results in bioscience.
DESIGN
An educational intervention study.
METHODS
All the first-year students in the bachelor programme (N = 493) were entered into a database and randomly assigned to the intervention or the control group in a course in bioscience. The outcome measures are the proportion of students who passed the examination, and the distribution of grades from A to E. Chi-square tests and Mann-Whitney Wilcoxon test were used. The odds to pass versus fail were modelled using binary logistic regression.
RESULTS
The proportion of students who did not pass the final examination was very similar in the intervention and the control groups, 21.4% and 23.6% (p = .574). Our data did not reveal any statistically significant differences concerning the distribution of grades (p = .691). Students with biology and/or natural science had higher odds for passing.
摘要
目的
比较翻转课堂和传统大课教学对护理专业学生生物科学考试成绩的影响。
设计
教育干预研究。
方法
将所有本科一年级学生（n=493）录入数据库，并在生物科学课程中随机分为干预组和对照组。结局指标为通过考试的学生比例，以及 A 至 E 级的成绩分布。采用卡方检验和曼-惠特尼 U 检验进行统计学分析。采用二项逻辑回归模型分析通过考试与未通过考试的几率。
结果
干预组和对照组学生期末考试未通过的比例非常相似，分别为 21.4%和 23.6%（p=0.574）。我们的数据没有显示出在成绩分布方面有任何统计学上的显著差异（p=0.691）。具有生物学和/或自然科学背景的学生通过考试的几率更高。
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